Chinese urban and suburban parents' priorities for early childhood education practices: Applying Q-sort methodology

CITATION

Hu, B., Yang, Y., and Ieong, S. (2016). Chinese urban and suburban parents' priorities for early childhood education practices: Applying Q-sort methodology. Children and Youth Service Review, 64, 100–109

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Abstract
This research examines 44 Chinese urban and suburban parents' priorities for quality early childhood education
(ECE) program characteristics by applying a mixed methodology of Q-sort process and interviews in two
Zhejiang cities in China. Four groups of parental views were identified, including Health and Well-rounded
Development, Daily Routine and Care, Environment, and Child-centered Learning. Our findings showed that
Chinese parents valued children's physical and emotional wellbeing most, as they believe laying this foundation
is more important than acquiring academic knowledge and skills.
The findings from this investigation contradict those of previous studies and literature in which ECE researchers
described Chinese parents as unique and different fromparents in theWest by favoring teacher-centered teaching
and learning to boost their children's initial academic achievements and prepare themwell for formal schooling.
We found Chinese parents preferred teachers keeping a balance between teacher-initiated and child-initiated
learning. Additionally, they do not like providing children sand/water play, stuffed animals, and children-alonetime
mainly because of health concerns. The paper discusses some possible reasons for the findings drawing on
studies in Chinese social-cultural context and their contributions to improving ECE curriculum and practices.


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